Suchergebnisse

This doctoral thesis analyzes internationalization of higher education in Romania as a both an international norm diffusion process and as a discrete policy process, in a wider context of post-communist transition. It is conceived as a study of policy for policy, with the explicit aim of contributing to better decision-making at the national and institutional levels. As such, it is intended to facilitate a strategic pursuit of internationalization strategies in Romania, which may further inform our understanding of other similar (post-communist transition) national cases. The research objective is to understand the internationalization of higher education as a distinct policy process at the national and university level, by using a five-point star model of the policy field, which highlights the multiplicity of actors involved and acts as a 'cat's cradle'. A multi-theory approach for higher education governance is used for unpacking the complexity of this policy field. Stakeholder and resource dependency theories are employed for understanding the articulation of the interests, capacities and interactions between the actors, while discursive institutionalism is used to look at the role of ideas (norms) mobilized by actors to influence policy change and to construct policy frames. In terms of scope, the thesis addresses the rationales, drivers and impacts of internationalization of higher education, as well as its strategic use by relevant actors. The conclusion yields that internationalization in Romania, especially at the national level, is more a fruit of the existing context – the overall globalization trends, the Bologna Process and the EU pre- and post-accession policy processes – than a deliberate strategic pursuit based on either foresight or long term planning. Political and economic rationales are predominant, to the detriment of those linked to social and cultural considerations, given the competing pressures linked to the demographic downturn, reduced public funding to universities, the perceived need to 'catch-up with Europe' and the global competitiveness imperative. Another finding is that internationalization of higher education has never reached the stage of policy formulation at the national level and in most Romanian universities; it was used as a legitimating discourse within higher education reform, but a genuine commitment to comprehensive internationalization policies was lacking, leading to an over-reliance on European programs and a narrow focus on mobility and research partnerships. When looking at the agents of change, it can be inferred that success in pursuing internationalization activities was mostly influenced by policy entrepreneurs and leadership commitment and continuity, regardless of the institutional profile. At the same time, Romania has proven to be an exceptional laboratory for understanding internationalization as a distinctive public policy process within the higher education sector. This is due to the double centralization legacy of the higher education system (caused by its Napoleonic model of higher education system and the communist influence) and the over-sized influence of international actors in policy reform (e.g. UNESCO CEPES and the World Bank). A number of the overall conclusions, mainly aimed at improving decision-making at the national level, are also potentially relevant for a wider regional audience: the need to minimize the over-reliance on international funds and technical assistance of international organizations; limiting over-regulation based on international norms; and improving the national role in the global discussions on internationalization and fighting double discourse. This latter aspect points to the difficulties of replicating policy concepts across borders in a non-contextualized form, especially when domestic contexts differ significantly from the pioneering setting of a given policy.

Since its inception in Sorbonne (2008), the Bologna Process or part of its action lines have been 'framed' in different ways in national contexts by various actors, in order to legitimize the change in higher education brought about with the pretext of the adherence to this voluntary intergovernmental initiative. The present paper seeks to contribute to better understanding the way in which the Bologna Process appears in the Romanian public discourse of various actors, across more than a decade since the first European Higher Education Area ministerial meeting (1999). Attention will be paid to when, why and by whom the Bologna Process and other international influences were used in the Romanian public discourse. The conclusions of the paper will analyse the level of discursive Europeanisation in Romanian higher education between 1999-2012, problematising the manner in which the 'external constraint' represented by the process is used (or opposed) as a strategic resource in the domestic arena.

The institutional capacity to attain an international profile seems to be the standard by which con-temporary institutional leaders are judged. This article aims at capturing the student view on the internationalisation of higher education, stressing the opportunities, threats and challenges, while making a case for student involvement as a key element in designing and implementing successful internationalisation strategies at institutional level. The article's viewpoint is based on the author's two years of experience as Chairperson of the European Students' Union, a one-year mandate as President of the National Alliance of Students Organisations in Romania and as a student in a uni-versity with a clear internationalisation commitment – the Constanta Maritime University. Some of the views presented in the article were voiced at the 2009 European University Association Autumn Conference in Giessen.

The Bologna Process stands as both an exemplar of regional cooperation in the higher education policy sector and as a comparatively successful instance of the use of so-called 'soft law governance' policy instruments. Yet, as this pan-European process now marks two decades of existence, questions are increasingly being posed as to its direction and purpose. Against this background, the present paper seeks to take stock of Bologna as it enters adulthood, drawing on both the substantial body of scholarship that has emerged on the process and practitioner insights to examine its past achievements and current challenges. The paper specifically focuses on recent debates surrounding the (non-)implementation of key commitments; on the functioning of the EHEA as a policy forum in relation to both its own membership and the wider international higher education policy landscape; and on the manner in which the EHEA may respond to increasingly serious challenges to the fundamental values that underpin the process. An overall balance sheet is finally drawn, suggesting the likely direction(s) of the process going forward.

A study on the understanding of Internationalisation of Higher Education in the European context, based on two surveys, an analysis of the role of digital learning, ten national reports from Europe and seven from outside Europe. The study (IP/B/CULT/IC/2014-002) results in conclusions and recommendations on the future of Internationalisation of Higher Education in Europe, based on the national reports and a Delphi process among experts in international higher education. Chapter on Romania

This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.

Higher Education; Educational Policy and Politics; International and Comparative Education; International higher education arena; Higher education reforms; UEFISCDI; Evidence-based policy making; Higher education in Romania; Higher education public policies

"Governments and higher education institutions see internationalization of higher education as one of the main factors that influence their strategic endeavours in the years to come. When looking at the national level, the drivers of internationalization are linked to economic and geo‑political positioning, cultural influences, as well as international competitiveness for knowledge and human capital. Party politics, foreign affairs, economy and immigration policies also play a big role in shaping country level approaches. For universities, prestige factors, disciplinary or constitutive groups' interests and financial imperatives predominantly drive internationalization policies. In this context, the paper will look at national and institutional strategic pursuits in the field of internationalization of higher education, in the case of two countries geographically (and perhaps economically) positioned at Europe's periphery: Romania and Portugal. The choice of these two countries relies on their recent transition from totalitarian regimes to democracies, coupled with similar trends of massification and underfunding of the higher education sector. The conclusion will include policy lessons for decision‑makers, especially with a view on whether well‑established global models of internationalization of higher education are fit for purpose for transitioning countries."

Governance in Specific Higher Education Systems (3) -- M. Foroni: Governance in the Italian Higher Education System -- 1. Basic Information -- 2. Participation in the Bologna Process -- 3. System Level Governance: Parliament, Government and Other National Players -- 4. Stakeholder Involvement: Rectors Conference, Students, Staff and Employers' Organizations -- 5. Policy and Policy Instruments -- 6. Institutional Level Governance -- 7. Research Policies -- Q. A. Dang & D. C. Nguyen: Governance in Vietnamese Higher Education -- 1. Basic Information -- 1.1 Introduction -- 1.2 Number of Higher Education Institutions -- 1.3 Number of Students and Academic Staff -- 1.4 Types of Higher Education Institutions -- 2. System Level Governance -- 2.1 Central Structures -- 2.2 Other Public Structures -- 3. Policy and Policy Instruments -- 3.1 Policy -- 3.2 Legislation -- 4. Financing Higher Education and Research -- 4.1 Funding for Education (Teaching and Learning) -- 4.2 Funding for Research and Hi-Tech Parks -- 5. Institutional Level Governance -- 5.1 Organisational Structure -- 5.2 Internal Governance Structure -- 6. Ongoing and Upcoming Reforms -- L. Un & S. Sok: Higher Education Governance in Cambodia -- 1. Basic Information -- 2. System Level Governance -- 2.1 Government Structures -- 2.1.1 Competencies of the parliament -- 2.1.2 Competencies of the government -- 2.2 Other Public Structures and Participation of Stakeholders -- 2.2.1 Accreditation and quality assurance -- 2.2.2 Other public structures and mechanisms -- 2.2.3 Other stakeholder structures and participation in system governance -- 2.3 Policy and Policy Instruments -- 2.3.1 The Constitution and legislation -- 2.3.2 Policy on higher education -- 2.4 Public Funding of Teaching and Research -- 3. Institutional Level Governance -- 4. Upcoming HE Reforms